geography syllabus for grades 9 and 10

Desktop/ Files September 2008/ Geography Grade 9and 10 Comp 1 CV 2

Geography Syllabus for Grades 9 and 10

Geography Grade 9 and10

Desktop/ Files September 2008/ Geography Grade 9 and 10 Comp 1 CV 2

iii

Table of Contents

Introduction .............................................................................................................. ....................

Profile of Geography students at the end of Secondary school first Cycle (9 and 10) ..................

Minimum learning competencies for geography secondary education first cycle (9 and10) ........

Content flow chart of Geography grades 9 and 10 ................................................... ....................

First cycle secondary education (9 and10) learning outcomes for geography ......... ....................

Grade level learning outcomes for grade 9 Geography ........................................... ....................

Syllabus of Geography for grade 9 .......................................................................... ....................

Grade level learning outcomes for grade 10 Geography .......................................... ....................

Syllabus of Geography for Grade 10 ....................................................................... ....................



iv

Participants

Abraham Asfa From General Education Curriculum Framework Development Department (MoE)

Koang Gatihak From Gambella Regional Education Bureau

Melkamu Fantaw From Afar Region

Solomon Wondimu From Addis Ababa Education Bureau

Tamrat Fitie From Addis Ababa

Yalew Seyfu From Dire Dawa

Yilema Eshete From Addis Ababa

Group Leader

Abraham Embaye From General Education Curriculum Framework Development Department (MoE)

Consultant

Tesfaye Shiferaw (Ph.D) Addis Ababa University



iv

Introduction

The purposes of first cycle secondary education are bridging general

education to preparatory of higher education and to technical vocational

education and training (TVET), and preparing learners to the world of work.

This level is also the highest level of general education under the Ethiopian

educational structure.

Geography, as component of general education, contributes to the

realization of the above purposes. The unique nature of the subject

geography helps learners form bases for the understandings, the

interrelationship and interaction of phenomena in the society and the world.

This condition plays important role in enabling learners to see their future

choice of education carrier/training in the context of the well being of the

individual and people in their respective as well as world society. It also

enhance the presence of informed participation in relation to keeping local

and global environment healthy for the sake of future generation. Within

the framework of the above understandings, geography has been one of the

subjects given in our schools.

Currently, quality has become an issue in our education system. Research

and learning assessment reports (like national learning assessment and joint

review mission of MoE) indicated us that the performance of learners was

below what is expected. Besides, need assessment reports made in relation

to the realization of geography curriculum has shown us the need for

reviewing our curriculum. As a whole, all these reports forced us to revise

our geography curriculum in line of competency based approach which is

defined in our new curriculum frame work.

Thus, the present geography curriculum has been made suitable for the

realization of active learning methods and out come based learning. The

curriculum is also revisited to make it competent to the international

standard. Moreover, it gives greater opportunity to teachers than the

previous curriculum so that they can add their professional input and

implement in a flexible way. The material is prepared by team of experts

and teachers coming from MoE and regions.

For clarity purposes, this curriculum is made to contain:

Profile of geography students at the end of grade ten which shows

the contribution of attending geography lesson in realizing the

expected general profile of learners at the end of the cycle ;

Minimum learning competencies for geography education of the

cycle;

Content flow chart of the cycle;

Grade level learning outcomes of each grade (9 and10) ;

The respective grade syllabuses.

Besides, the competencies and content flow chart are organized around

five themes – The concept of geography, map reading, physical

environment, human & economic aspects, and public and policy related

issues. Using these themes, the syllabuses of grade 9 and 10 have been

arranged in four units.

Thirty four weeks are assigned in a year to cover the lesson of each

grade with two periods per week. The content load is minimized to be

balanced with the allotted time.



vi

Profile of Geography students at the end of Secondary School First cycle (9 and 10)

Students have general knowledge of geography that enable them to understand their natural and social environment

Students are active participant in

Social and cultural development of their country and Environmental protection

Students play healthy role in the interaction between human and natural environments

Students communicate with people using maps

Students can live with people of diverse background by appreciating multiculturalism and value livelihood diversity

Students can contribute their part in the effort of sustainable development of their country and the world

Students utilize their geographical knowledge to connect social & natural phenomenon

Students can be capable to continue technical training and prepare for further academic carrier using their geographical knowledge as a base.


Desktop/ Files September 2008/ Geography Grade 9 and 10 Comp 1 CV 2 vii

First Cycle Secondary Education (9 and 10) Learning outcomes for Geography After students study geography, at the end of first cycle secondary education the expected learning outcomes are that students will be able to:

Develop a basic understanding of the geologic history of the earth in general and Ethiopia in particular;

Analyze factors and processes of landform formation

Comprehend the elements of weather and climate and the mechanisms that create discernible climate pattern in Ethiopia and the world at large.

Relate major types of natural resources and associated problems and there by develop a set of values and feelings of concern for the resources and the

motivation for actively participating in their protection;

Realize some basic concepts, major theories as well as the impact of population growth on socio-economic development and the environment and measures

taken to harmonize them in Ethiopia and the world;

Appreciate major types of economic activities practiced in Ethiopia and the world at large, factors affecting their distribution as well as their levels of

development;

Acquire basic skills in understanding, reading, using and interpreting maps;

Know the distribution and types of natural regions of the world and appreciate the unique feature of Ethiopia.

Desktop/ Files September 2008/ Geography Grade 10 Comp 1 CV 2

Geography Syllabus for Grade 10

Geography: Grade 10

Desktop/ Files September 2008/ Geography Grade10 Comp 1 CV 2

iii

Grade level learning outcomes for grade 10 Geography

After completing grade 10 the students will be able:

1. To develop understanding and acquire knowledge of:

The use of magnetic compass

Geographical grid origin of Ethiopia

Methods of showing relief on maps

The term contour lines and its properties as well as its difference from isolines

Ways of showing specific heights on contour maps

The term slope, its types, and gradient

The concept of universe and the position of the earth in the solar system

The origin and structure of the earth

Geological time scale and major events in the world and in Ethiopia

The concept of continental drift theory, components of the earth’s physical environment and major components of lithosphere

Term rock, its classification based on nature of rock formation and its distribution in Ethiopia

The term soil, its types, formation and composition

Causes and consequences of soil degradation as well as ways of soil conservation in Ethiopia

The criteria used for classifying climate and climatic classification

Causes of climatic change and its consequences

Spatiotemporal variation of temperature in Ethiopia

Rainfall distribution of Ethiopia and factors why Ethiopia experienced different climate from other tropical countries

Climatic zones of Ethiopia

Reasons for the occurrence of drought, and drought coping mechanisms

The concept of ecosystem

How climate affect the distribution of ecosystem, the effect of latitude on its distribution and factors that affect the diversity of fauna, and flora in the

ecosystem

Factors that affect soil characteristics in the ecosystem

Population size of the world on continental bases and the leading populous countries of each continent

Population growth trend, its doubling time, components of its change and population pyramid of developing and developed countries

Factors that affect population distribution

The causes and types of human migration

The term urbanization, its level and factors that affect its process

The spatial population distribution of Ethiopia

The concept and types of economic systems

The concept of sustainable economic development and its indicators

World economic organization

Concept of globalization, its advantages and disadvantages

Geography: Grade 10


iv

2. To develop skills and abilities of:

Finding direction on a map

Showing the direction of a given place on a map

Showing the position of places on maps

Computing the scale of the enlarged or reduced map

Enlarge or reduce map using pantograph or square method

Calculating altitude of points between contour lines

Computing the gradient of slope

Calculating field distance

Computing natural increase of population

Computing population density and agricultural density based on a given data

Showing demographic characteristics of the Ethiopian population

Analyzing population structure of Ethiopia

3. To develop the habits and attitude of:

Willingness to communicate people using maps

Appreciation to the origin & structure of the earth

Appreciation for varied climatic conditions experienced in Ethiopia

Concern for environmental protection

Developing positive thinking to wards the implementation of family planning

Realization of the population policy of Ethiopia

Realization of the contribution of world economic organizations

Sense of urgency towards the need for sustainable development

Mental readiness of facing opportunities and challenges of globalization

Geography: Grade 10


17

Unit one: Map reading (2 periods)

Unit Out comes: The Students will be able to:

Develop the skills of identifying direction and measuring distances on map, and practice, map enlargement and reduction

Acquire basic skills of locating places and objects on maps using different methods

Understand the different ways of representing relief on maps

Competencies Main contents Suggested activities

Students will be able to:

Acquire the skill of

finding direction on a

map

Show direction of a

given place on a map by

means of compass

direction and bearings

Explain the use of

magnetic compass

Practice, how to find

direction and bearings

of points on maps

Define what

geographical grid

system mean

Demonstrate the

position of a given

place by means of

geographic grids system Define what national

grid system mean Show the position of

places on maps by using national grid references(four and six digits grid)

Demonstrate the national grid origin of Ethiopia

1. Map reading

1.1 Directions on map

(3 periods)

Identification of direction

Measurement of

direction and bearing

1.2 Position on maps

(4 periods)

Geographic grid

National grid

Draw arrows indicating four cardinal points and twelve subsidiary points and give their

degree values, justify these degree values by using geometric concept. Let students practice

how to find direction and distance on maps.

.Brain storming: Ask students to tell what they know about latitudes and longitudes with the

geographical grid origin. Identify the location of a given place using the coordinate of

latitude and longitude/geographical girds/.

Draw vertical and horizontal lines to display national grids system and its origin (using the

Ethiopian national grids).

Let learners demonstrate the position of a point on maps using four/six digit grid reference

system (facilitate conditions for such activities.)

Geography: Grade 10


18


Enlarge and reduce

maps using a

pantograph or square

methods

Compute the scale of

enlarged or reduced

map

Describe methods of

showing relief on maps

Define the term contour

lines

Discuss the properties

of contour lines

Distinguish contour

lines and isolines

Identify the different

ways of showing

specific height on

contour map

Compute the altitude of

points between contour

lines

Explain the term slope

Demonstrate types of

slope

Describe the term

gradient of slope

Compute gradient of

slope

Express gradient in

different ways

Calculate field distance

1.3 Map enlargement and reduction (4 periods)

1.4 Relief on maps

(10 periods)

Traditional methods of

representing relief on

map

Contour as methods of

representing relief

Properties of contours

Specific heights on

contour map

Methods of findings

altitudes of points

between contour lines

Slopes and gradient

Slope and its types

Gradient

Field distance

Let students discuss on the procedure used to enlarge and reduce map and encourage

students to practice enlarging and reducing maps independently.

Ask students what they know about traditional methods of showing relief on map and

demonstrate these ways of representing relief on map.

Facilitate condition to students so that they arrive at correct definition and properties of

contour line.

Assist students to distinguish different ways of representing specific heights on contour

maps in small group and then let them calculate altitude of points between contour lines

individually.

Assign students to group discussion dealing with types of slopes by relating to properties of

contour lines.

Help students describe gradient along various slopes so that they can compute and express

gradient in different ways.

Ask students to recall what they know about finding distances on map and then guide them

to calculate field distance between points.

Geography: Grade 10


19

Assessment

Students’ performance has to be assessed continuously over the whole unit.

The assessment will be made by comparing students’ performance with the

specified level of competencies. Besides, the teacher has to recognize the

level of performance of each student and provide assistance accordingly.

Thus

A student at a minimum requirement level will be able to explain the use of

magnetic compass, define geographical grid and national grid systems; and

demonstrate the position of a given place using geographical grid system

and national grid references (of four and six digits grid references);

demonstrate the national grid origin of Ethiopia and practice how to find

direction and bearings of points on maps. Enlarge and reduce maps using a

pantograph or square methods, compute the scale of enlarged or reduced

map, describe methods of showing relief on maps, define the term contour

lines and discuss their properties. Identify in different ways of showing

specific heights on contour map and compute the altitude of points between

contour lines. Explain the term slope and types of slopes, compute gradient

of slope and express it in different ways and calculate field distance.

In addition, a student working above the minimum requirement level and

considered as higher achiever should be able to measure direction on maps

using protractor, calculate magnetic declination of varied maps and find

deviation from the true North. Compute scale of map using national grid

references, construct a relief map using physiographic diagrams, and

distinguish types of slopes from contour map of a given area.

Students working below a minimum requirement level will require extra

help if they are to catch up with the rest of the class. Students reaching at

the minimum requirement level but achieve a little bit higher should be

supported so that they attain the higher achiever competencies. Students

who fulfill the higher achievers’ competencies also need special support to

continue and achieve more.

Geography: Grade 10


20

Unit Two: Physical Environment of the World and Ethiopia (26 periods)

Unit Out comes: Students will be able to:

Understand the origin of the earth and its tectonic movements

Describe the movement, composition of the earth and components of its physical environment

Discuss climatic classification, change and climate of Ethiopia

Explain world factors that affect the diversity of Fauna, flora and soil in the ecosystem



Discuss the concept of

universe

Identify the position of

the earth in the solar

system

Explain the origin of the

earth

Demonstrate the structure

of the earth

Describe the geological

time scale and major

events

Realize the major

geological events of

Ethiopia

Describe the concept of

continental drift theory

Distinguish the

components of the

earth’s physical

environments

2. The physical environment

of the world and Ethiopia

2.1 The earth in the

universe (10 periods)

Origin structure of the

earth

The geological time scale

and major events

Geological events in

Ethiopia

Movement of the

continent

Components of the earth’s

physical environment

Atmosphere

Biosphere

Hydrosphere

Lithosphere

Brain storm:

Start the lesson by questioning students about the concept of universe and let students

discuss the position of the earth in the solar system. This has to be followed by discussion

on the earth.

Assist students when discussing the major geological events of the earth and Ethiopia.

Help student to discuss theory of continental drift and demonstrate using the huge continent

of Laurasia and Gondwanaland.

Ask students what they know about the components of the earth’s physical environment and

let them list the names and in particular list the structural elements of Lithosphere (rock and

soil).

Geography: Grade 10


21


Discuss major

components of

lithosphere

Define rock

Describe characteristics

of each type of rocks

Classify rocks based on

their formation

Demonstrate major rocks

distribution in Ethiopia

Define soil

Identify types and

formation of soil

Sort out the composition

of soil

List the major soil types

of Ethiopia

Analyze the ways of soil

conservation in Ethiopia

State causes and impacts

of soil degradation in

Ethiopia

Lithosphere

Rocks

Soil

Rocks

Definition

Types, formation &

characteristics

Distribution of major

rocks in Ethiopia

Soil

Definition

Types and formation of

soil

Composition of soil

Major soil types of

Ethiopia

Soil degradation and

conservation in Ethiopia

Let students collect and bring different types of rock specimen and classify accordingly.

Encourage students to demonstrate the major rocks distribution on the map of Ethiopia.

Ask the students to define soil and then assign students to collect soil specimen as to

identify the types of soils.

Students are assigned in groups to discuss major types of soil in Ethiopia then present case

study that shows soil degradation and soil conservation in Ethiopia.

Realize the criteria used

for classifying climate

Compare the climatic

classifications of the

Greek’s and Khoppen’s

2.2 climate (6 periods)

2.2.1 Classification of

climate of the world

commonly used criteria

for classifying climate

The Greek’s

Ask students to review the concept of climate and open classroom discussion that enable

students understand the criterion used for classifying climatic regions using Greeks and

Khoppen classification model.

Present Greek’s and khoppen’s climatic classifications to students using world map (the

presentation has to be short and precise). Then allow students to compare them in groups. The result of the group work to be presented to the whole class. Teacher, will direct the

discussion so that learners can catch at the desired points.

Geography: Grade 10


22


Khoppen’s

Express causes of

climatic change

Explain major

consequences of climatic

change

2.2.2 Climatic change

Causes of climate change

Natural cause

Human cause

Consequences of climatic

change

Global warming

Drought and

desertification

Raising of sea level and

flood

Shift of the direction of

global winds, loss of

biodiversity

Organize students into small groups to prepare a short report on the causes and

consequences of climatic change then let them discuss on what they submit and finally give

a summary and consolidate the main points

Describe the spatio

temporal variation of

temperature in Ethiopia

Compare rainfall

distribution of Ethiopia

by place and time

Discuss factors why

Ethiopia experienced

different climate from

other tropical countries

Differentiate climatic

zones of Ethiopia

Show appreciation for

varied climatic

conditions experienced in

Ethiopia otherwise found

in tropical and temperature zone

Explain the reasons that

2.3 climate of Ethiopia

(6 periods) Distribution of major

elements of climate in

Ethiopia

Major climate controls in

Ethiopia

Major seasons and

climatic zones of

Ethiopia

Drought in Ethiopia

Drought prone areas

Drought coping

mechanisms

Provide students with maps of rainfall regions of Ethiopia.

Use the experiences of four travelers to deal with the spatio-temporal variation of

temperature and rainfall and then discuss factors and conditions of climatic aspects of

Ethiopia.

Person A traveling from Ogaden to top of Bale mountains

Person B traveling from Ogaden to top of Mt. Intoto

Person C traveling from Gambella to Gore

Person D traveling from Semera to the highlands of Shewa& Wollo.

Let students discuss in groups and report about the experience of drought in Ethiopia

and help them to identify drought prone areas in Ethiopia. Lead the discussion to deal

on drought copying mechanism in agriculture and on why famine is not necessary

related to drought.

Geography: Grade 10


23


drought is not necessarily

followed by famine

Identify drought prone

areas of Ethiopia

State drought coping

mechanism in agriculture

Review the concept of

ecosystem

Discuss how climate

affects the distribution of

ecosystem

Realize the effect of

latitude on the variation

of ecosystem

Explain the role of

altitude on the

distribution of ecosystem

Relate factors that affect

the diversity of fauna &

flora in the ecosystem

Identify factors that

affect soil in the

ecosystem

2.4 Ecosystem (4 periods)

Factors that affect the

distribution of ecosystem

Diversity of fauna, flora

and the soil of ecosystem

Present sample ecological areas (Congo basin, Kilimanjaro and Sahara desert) and let

students discuss and report on the factors and variation of the characteristics of Fauna, Flora

and Soil of each ecosystem

Geography: Grade 10


24

Assessment





Thus

A student at a minimum requirement level will be able to discuss the

concept of universe and identify the position of the earth in the solar

system. Explain the origin of the earth and demonstrate the structure of the

earth. Describe the geological time scale and major events and realize the

major geological events of Ethiopia. Describe the concept of continental

drift theory. Distinguish components of the earth’s physical environments

& discuss the major components of lithosphere. Define rock, describe its

characteristics by types, classify rocks based on their formation, and

demonstrate major rock distribution in Ethiopia. Define soil, identify

formation and types of soils and list the major soil types of Ethiopia. State

causes and impacts of soil degradation in Ethiopia and analyse ways of soil

conservation in Ethiopia. Realize the criteria used for classifying climate,

compare climatic classification of the Greek’s and khoppen’s. Express

causes of climatic change, Explain major consequences of climatic change.

Describe and compare the spatio-temporal variation of temperature and

rainfall in Ethiopia, discuss the unique climatic experience of Ethiopia

compared to other tropical countries. Differentiate climatic zones of

Ethiopia, Explain the reasons that drought is not necessary followed by

famine, and state drought coping mechanisms in agriculture. Review the

concept of ecosystem and realize the effect of latitude and altitude on the

variation of ecosystem. Relate factors that affect the diversity of fauna and

flora in the ecosystem in the ecosystems.


considered as higher achiever should be able to evaluate the convergence,

divergence and transgress of continents in relation to the continental drift

theory. Associate the distribution of major rocks of Ethiopia with its major

geological events and state major soil characteristics of Ethiopia and

suggest varied ways of soil conservation for each human intervention in

urban and rural areas, in agricultural and industrial sectors. Compare and

contrast the contribution of natural human factors for the aggravation of

climatic change in Ethiopia. Argue for against various possible

mechanisms of food self-sufficiency programs.






continue & achieve more.

Geography: Grade 10


25

Unit Three: World Population (15 periods )

Unit Out comes: The students will be able to:

Understand interpret size and trend of population growth of the world

State the components of population change and compare the characteristics of population structure between developed and developing countries

Show factors affecting spatial distribution of population and compute population densities

Recognize and appreciate the process and development of urbanization

Explain the general characteristics of population of Ethiopia



Compare population size

of the world on

continental bases

Identify three leading

populous countries in

each continent

Describe population

growth trend of the world

to show doubling time

Compare the population

trend between Africa and

Europe.

3. World population

3.1 Size and trend of

population growth

(2 periods)

Let students compare the population size of the world based on the given data and identify

the three leading populous countries of each continent..

Describe components of

population change

Compute natural increase

rate of population

Interpret population

pyramids of developed

and developing countries

3.2 Components of

population change

(3 periods)

3.3 Population structure

(2 periods)

Let students discuss components of population change and then compute natural increase of

the population of the world.

Demonstrate population pyramid of developing and developed countries, then interpret the

data represented by pyramid. Finally discuss factors that affect population distribution. In

addition, they discuss causes and types of human migration and compute population density

and agricultural density base on the given data.

Geography: Grade 10


26


Discuss the factors

affecting the spatial

distribution of world

population

Compute crude and

agricultural population

density

Realize cause and types

of human migration

Compare level of

urbanization at

continental level

State factors affecting

urbanization process

Compare the present

population size of

Ethiopia with the past

Describe the spatial

distribution of Ethiopia’s

population

Show the demographic

characteristics of

Ethiopia’s population

Analyze the population

structure of Ethiopia

3.4 Spatial distribution of

world population

Population density

(4 periods)

Crude

Agricultural

Human migration

Causes

Types

Urbanization

3.5 Population of Ethiopia

(4 periods)

Population size

distribution and growth

rate

Birth and death rate

Measures of fertility

and mortality

Population structure

Present world population distribution map to the worlds and motivate students to discuss

the factors affecting population distribution of the world. Then provide learners with data

of population size so that they can compute crude and agricultural pupation density of

some selected areas.

In relation to this activity help learners to identify and realize causes and types of human

migration through declension in small groups.

Let students discuss the process and development of urbanization and then compare level of urbanization at continental levels in addition, they discuss factors that influence urbanization process.

Arrange a time table showing series of population size of Ethiopia and let students compare

the differences and deal with facts of population growth of the country. Similarly, select

geographical areas from Ethiopia which show remarkable variations on population

distribution and let learners discuss and reason out the possible causes for the variation in

population distribution of Ethiopia.

Motivate learners to recall what they learned about birth and death rates and structure of

human population. Then facilitate conditions that enable students show demographic

characteristics of Ethiopia’s population and analyze its structure

Realize population

policy of Ethiopia

Population policy Students discuss size, distribution, demographic characteristics of Ethiopian population in

groups and then the teacher summarizes the discussion by relating to the population policy

of Ethiopia.

Geography: Grade 10


27

Assessment





Thus

A student at a minimum requirement level will be able to compare

population size of the world on continental bases and identify three leading

populous countries in each continent. Describe population growth trend of

the world to show doubling time and comport population trend between

Africa and Europe. Describe components of population change and

compute natural increase rate of population. Interpret population pyramids

of developed and developing countries, discuss factors affecting the spatial

distribution of population compute crude and agricultural population

densities, and. realize causes and types of human migration. Compare level

of urbanization at continental level and state factors affecting urbanization

process compare present population size of Ethiopia with the past and

describe the spatial distribution of populations of Ethiopia. Show and

analyze demographics characteristics of Ethiopia’s population. Realize

population policy of Ethiopia.


considered as higher achiever should be able to compute doubling time of

world population to predict future population of the world and justify why

and how population trend of Africa varies from that of Europe. Relate

population pyramids with level of development and suggest possible

mechanisms for the implementation of Ethiopian population policy in their

locality.






continue and achieve more

Geography: Grade 10


28

Unit Four: Economic System and Development (6 periods)

Unit Out comes: The students will be able to:

Recognize types of economic systems

State the concept of sustainable development and its indicators

Recognize the role and contribution of economic organization and realize the concept of globalization



Discuss the concept of

different economic

systems

Compare the types of

economic system

4.Economic system and

development

4.1 Types of economic

system (2 periods)

Traditional

Free market

Command

Mixed

Assign students to discuss on different economic systems in groups and let them make a

comparison between the economic systems and then let the teacher summarize the main

points.

Explain the concept of

sustainable economic

development

Justify the indicators of

economic development.

4.2 Sustainable economic

development

(2 periods) Concept and indication

of economic

development

Assist students to explain the concept of sustainable economic development and then let

them identify the indicators of development in small groups.

Identify world economic organization

Realize the contribution of world economic organization to development

Discuss the concept of globalization

Compare and contrast the advantages and disadvantage of globalization

4.3 Economic organization

of the world

(2 periods)

World Bank, IMF,WTD

Globalization

Let students write a short report on the role of world, economic organizations and discuss

their functions and contributions.

Let students debate on the merits and demerits of globalization.

Geography: Grade 10


29

Assessment





Thus

A student at a minimum requirement level will be able to discuss the

concept of different economic systems and compare them, explain the

concept of sustainable economic development and justify some indicators of

economic development. Identify world economic organization and realize

their contribution to development. Discuss the concept of globalization and

compare and contrast the pros and cons of globalization.


considered as higher achiever should be able to distinguish major

similarities and differences among varied economic systems. Argue

for/against the concept of sustainable economic development in relation to

resource utilization and evaluate how world economic organizations

contribute to the implementation of sustainable economic development.






continue and achieve more

geography syllabus for grades 9 and 10

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